Untitled - Journal of Contemporary Teacher Education - Allama Iqbal Open University

75 Pages·2017·1.37 MB·English

2522-3224
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Secondary Teacher Education Department,
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ICT Building,
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Allama Iqbal Open University, Islamabad.
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ISSN: 2522-3224 (Print)

JOURNAL OF CONTEMPORARY
TEACHER EDUCATION

Vol. 1, Issue: 1, 2017

Secondary Teacher Education
Allama Iqbal Open University
Islamabad – Pakistan
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JOURNAL OF CONTEMPORARY
TEACHER EDUCATION

Journal of Contemporary Teacher Education is an annual publication of
Secondary Teacher Education, Faculty of Education, Allama Iqbal Open
University, Islamabad. Article publish in the journal are selected on the basis of
quality. Views expressed in the journal are those of authors and do not
necessarily reflect the views of the Journal of Contemporary Teacher Education.

SUBSCRIPTION

PAKISTAN : FOREIGN COUNTRIES
Single Copy: Rs.500 : Individuals: US$ 35.00
: Libraries and Intuitions: US$ 100.00

COPYRIGHTS (2017)
© 2017 by Secondary Teacher Education Department, Faculty of Education,
Allama Iqbal Open University, Islamabad. Prior permission is required for
reproducing any item/part of the journal, other than those of specified above.
For permission/fee, request should be made to the Editor JCTE

Printed at: AIOU-Printing Press, H-8, Islamabad, Pakistan
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Editorial Board

Patron–in-Chief: Shahid Siddique,
Allama Iqbal Open University

Editor-in–Chief: Naveed Sultana
Secondary Teacher Education Department. Allama
Iqbal Open University

Editor: Munazza Ambreen
Secondary Teacher Education Department.
Allama Iqbal Open University

Associate Editors: Muhammad Tanveer Afzal
Secondary Teacher Education Department.
Allama Iqbal Open University

Sidra Rizwan
Secondary Teacher Education Department.
Allama Iqbal Open University

Advisory Board
National Members:
Afshan Huma Allama Iqbal Open University
Allama Iqbal Open University Islamabad
Islamabad
Mumtaz Akhtar
Amtal Hafeez University of Punjab, Lahore
Allama Iqbal Open University
Islamabad Nabi Bux Jumani
International Islamic
Fazal Ur Rehman University, Islamabad
Allama Iqbal Open University
Islamabad Nasir Mahmood
Allama Iqbal Open University
Irshad Ahmed Farukh Islamabad
National Accreditation Council
for Teacher Education Shaista Majid
Islamabad Allama Iqbal Open University
Islamabad
Muhammad Ajmal
Allama Iqbal Open University Tanzila Nabeel
Islamabad Allama Iqbal Open University
Islamabad
Muhammad Athar Hussain
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Sufiana Khatoon Malik Jason A Laker
National University of Modern San Jose State University
Languages USA
Islamabad
Lynn Fendler
Rana Dilshad Michigan State University
Bahudin Zakaria Univeristy USA
Multan
Muhammad Naveed Khalid
Mumtaz Fatima Jaffri University of Cambridge
Comsats Institute of UK
Information Technology
Islamabad Norman Reid
University of Glasgow
International Members UK
Ahmet Aypay
Eskisehir Osmangazi Saeeda Shah
Universitesi Leicester University
Turkey UK

Christine Forde Tehmina Basit
University of Glasgow Warwick University
UK UK

Colum Foley Termit Kaur
Dublin City University University Sains
Dublin Malaysia

Hamesh Coats Vivienne Baunfield
University of Melbourne, University of Glasgow
Australia UK

Janet Ainely Yasmeen Sharif.
Leicester University Central State University
UK Ohio USA
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CONTENTS

The Use of Mother Tongue in Teaching and Learning of Second
Language (English) at the Higher Secondary Level in Islamabad ............ 9
Hazrat Umar

Management of University Education In Nigeria: Challenges and the
Way Forward .......................................................................................... 25
OJILE,Agnes Sellamatu & OGUNDELE Michael Olarewaju

The Effect of Cognitive Learning Style on Mathematics Achievement . 38
Dr. Rahmatullah Bhatti & William M. Bart

Attitude of Prospective Teachers Towards The Curriculum and Teaching
Learning Process of Pre-Service Education Programs in Islamabad ...... 48
Fozia Fatima &Dr. Sabir Ali

Implementation of Quality Assurance and Accreditation Policy in Open
Distance Learning Teacher Education Programs in Pakistan ................. 65
Muhammad Ajmal
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The Use of Mother Tongue in Teaching and Learning
of Second Language (English) at the Higher
Secondary Level in Islamabad

Hazrat Umar*, Ph. D

Abstract

The role of the mother tongue as a medium of instruction is an important
issue in second language teaching and learning and needs to be
researched. The objective of this study is to investigate the use of the
mother tongue in teaching and learning of second language, in this case
the teaching and learning of English language at the Higher Secondary
level at the Federal Government Educational Institutions in the capital
territory of Islamabad. It attempts to explore the situation at government
educational institutions in regard to the use of mother tongue. I used
mixed method approach in this research. Questionnaire for teachers,
questionnaire for students and classroom observation sheet were used for
the collection of data in this study. The sample of the study comprised
400 Intermediate level students and 100 teachers teaching English at the
Federal Government Educational Institutions. Chi-square tests and z-test
for proportions were used to analyze the data. The data were analyzed
through SPSS, Excel, and MSAT software. Results from the students’
responses show that English language teachers interact with students in
Urdu very frequently in English language classes. It is also found that
English language teachers use Urdu as a medium of instruction. Further,
teachers’ methodology is largely limited to Grammar Translation
Method. Based on the findings, it is recommended that the English
language teachers need to interact with students in English more
frequently. It is also recommended that English language may be used as
a medium of instruction at the HSSC level. Further, it is recommended
that English language teachers may be given both pre- and in-service
trainings about new trends in ELT methodology.

Keywords: teaching and learning, mother tongue, higher secondary
level, second language learning
Introduction

* Assistant Professor, Faculty of English Studies, National University of Modern
Languages, Islamabad, Pakistan, Email: [email protected]
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The use of mother tongue as a meduim of instruction is an
important issue and it has been debated enormously. There are supporters
as well as opponents of using the mother tongue as a medium of
instruction in teaching and learning of second/foreign language. The
supporters claim that it facilitates the learning process while the
opponents invalidate its facilitative role and claim that it is detrimental to
the learning process and should be avoided in teaching a second or
foreign language.
The opponents of using mother tongue (L1) in teaching and
learning a second language hold that the mind grows accustomed to the
rules, system and mechanism of L1 acquisition and “[t]his specialization
makes L1 processing efficient, but can cause problems when there is an
attempt to process an L2 in the same way, even though the two languages
may have different characteristics” (Schmitt, 2008, p. 336). The
researcher feels that it is possible that the schemata, which are
automatically developed for L1 do not allow L2 processing. The
mismatches between processing of L2 linguistics features and L1
automatic processing make L2 learning difficult (Cutler & Noris, 1988 &
Koda 1997, 1998 as cited in Schmitt, 2008). The researcher feels that as
the learners of L2 cannot make association, which is a good mnemonic
aid, because of these mismatches, it becomes difficult for the learners to
learn L2.

Literature Review
Current research has corroborated the opinion that mother tongue
has a strong impact on the learning and teaching of L2. The mother
tongue does interfere the process of learning L2 but research has found
that there are intricacies within the language system, which is being
learned, which can cause confusion:

not all cross linguistic differences cause learning problems,
and some things turn out to be more difficult than predicted
by contrastive analysis. The notions of crosslinguistic
influence and learning difficulty later came to be more
clearly distinguished, and learners' errors were seen as
falling into two possible categories: 'interlingual' confusions,
caused by interference or transfer from the mother tongue,
and 'intralingual' confusions, caused by complexities in the
second language itself. (Swan, 1997, pp. 4-5)

This indicates that learners have not only to struggle to overcome
the intralingua difficulties but also they have to put extra efforts to lower